Restorying as political action: authoring resistance through youth media arts

ABSTRACT

This article explores the lived realities for young people growing up and learning in a climate of racial discrimination, religious intolerance, misogyny, and xenophobia, and how school-sponsored and school-supported uses of digital media can afford young people opportunities to navigate their experiences of social injustice and resist exclusionary discourses and practices. In a collaborative inquiry into the practices of two youth media producers, we explore how these counternarrative efforts are forms of restorying, in which young people write themselves into existence in ways that can reconfigure school spaces. Framed in Black feminist and critical cosmopolitan perspectives, this article considers how young people use new media tools in school to engage the narrative imagination and build the worlds they want to live in, simultaneously representing the political histories and realities of their everyday worlds and imagining alternative futures. We explore the ways schools can create opportunities for youth to engage in these new media practices that re-author themselves and the institutional spaces they encounter – and how these opportunities are situated within broader intersectional forms of systemic inequity and oppression.     

肥胖发生的可能机制与控制手段

肥胖的形成与发展受多种因素影响,其过程非常复杂。笔者综述了肥胖机制研究中有代表性和一定影响的几种学说,以及应用较为普遍的几种减肥方法,特别是运动减肥对人体带来的各种影响。     

附加体育锻炼对南京市肥胖大学生的作用

目的：研究附加体育锻炼对肥胖大学生的作用,建立有效的体育锻炼方式作为控制大学生肥胖的有效策略,以期减少肥胖对健康和社会的长期影响。方法：50名18-19岁正德职业技术学院健康男性肥胖学生,随机分为控制组（n=25）和运动组（n=25）,两组均参加学校每周两次的体育课,运动组附加一个为期12周,每周3次的混合有氧训练和力量训练的综合锻炼计划。在实验前后对50名学生的体成分、血清C反应蛋白和血脂进行分析。结果：实验结束后,控制组的体重明显高于运动组,且BMI指数没有显著性变化;运动组的体成分、血清C反应蛋白和血脂均得到显著改善。结论：一周两次的高校体育课程对控制大学生肥胖无效;而该附加体育锻炼计划对控制大学生肥胖具有较好的效果。     

略论体育教学对青少年学生意志品质的培养

通过文献资料法、专家咨询法等对我国青少年在校生的意志品质进行了研究,研究结果表明当前学生由于各方面因素导致意志品质薄弱,而体育教学对青少年学生良好意志品质的培养具有积极作用,主要表现在几个方面：教学时间的长期性保证了意志品质培养的连续性;体育教学过程的实践性保证了意志品质培养的有效性;体育教学内容的丰富性保证了意志品质培养的全面性。     

Mediating effects of motor performance,cardiorespiratory fitness,physical activity,and sedentary behaviour on the associations of adiposity and other cardiometabolic risk factors with academic achievement in children

We investigated the associations of cardiometabolic risk factors with academic achievement and whether motor performance, cardiorespiratory fitness, physical activity, or sedentary behaviour mediated these associations. Altogether 175 children 6–8 years-of-age participated in the study. We assessed body fat percentage (BF%), waist circumference, insulin, glucose, triglycerides, HDL cholesterol, and systolic and diastolic blood pressure, leptin, alanine aminotransferase, and gamma-glutamyltransferase (GGT). Reading fluency, reading comprehension, and arithmetic skills were assessed using standardized tests. Speed/agility, balance, and manual dexterity test results were used to calculate motor performance score and physical activity was assessed by combined heart rate and movement sensor and cardiorespiratory fitness by maximal cycle ergometer test. In boys, BF% was inversely associated with reading fluency (β = ?0.262, P = 0.007) and reading comprehension (β = ?0.216, P = 0.025). Motor performance mediated these associations. Leptin was inversely related to reading fluency (β = ?0.272, P = 0.006) and reading comprehension (β = ?0.287, P = 0.003). The inverse association of leptin with reading fluency was mediated by motor performance. In girls, GGT was inversely associated with reading fluency independent of confounders (β = ?0.325, P = 0.007). The inverse association of BF% with academic achievement among boys was largely explained by motor performance. Leptin in boys and GGT in girls were inversely associated with academic achievement independent of confounding factors.     

Listening to students’ silences – a case study examining students’ participation and non-participation in physical education

Background: For years researchers have been engaged in revealing the impact of the hidden curriculum in physical education (PE) on students’ participation and non-participation. The hidden PE curriculum encompasses the knowledge, the relations, the assumptions, the norms and the beliefs that students unconsciously and unintentionally learn through the process of education. As the hidden curriculum reinforces particular values and attitudes among students in a very subtle and often unnoticed fashion, it limits students’ possibilities for becoming aware of, and thus reporting, how the tacit messages communicated through the hidden curriculum impact on their position of participation and non-participation. Thus, in this article, we argue that examining students’ silences, that is the things students do not voice, is significant for the understanding of the impact of the hidden curriculum on students’ participation and non-participation in PE.

Purposes: In this article, we aim to develop insight into students’ silences in order to elucidate how aspects of the hidden curriculum serve to reinforce some students’ non-participation in PE. Much attention has been devoted to particular values and attitudes unintentionally transmitted by teachers in PE. However, in this article, we examine how the everyday exchanges between the students themselves may also convey a hidden set of meanings, that impact on students’ actual experiences of the PE curriculum, and thus mitigate the intended effects of students’ participation.

Research design: The backdrop for this article is a single-case study carried out in a multi-ethnic and co-educational secondary school in Denmark from January to December 2014. The article draws on material collected through focus group interviews with 7th grade students (including participant-diagrams filled out by students) along with observations of their PE classes. The observations took place once a week throughout the whole calendar year.

Findings: In the article, we point to students’ intentional silences that are highly reflective of the normative expectations negotiated within the peer group. In addition, we show that the pressures toward social conformity have a direct impact on the positions of non-participation intentionally taken up by some of the less socially respected students in PE. These students were highly aware that how they behaved in PE and what they voiced in the interviews might have consequences for their peer group connections within PE and for their social reputation among peers outside of PE. In addition, we add to the current literature on student silence by pointing to a category of non-privileged silences. These silences revealed that a minor group of students were not aware of or had not recognized their position as non-participants in PE. Moreover, they appeared unable to imagine that things could be different and to voice a desire for change.

Conclusions: We argue that our findings reveal critical aspects of students’ non-participation that would be difficult to access if we did not listen to, hear and attempt to understand students’ silences. In order to extend the knowledge base on students’ participation and non-participation in PE, we hope that this article may also encourage other researchers to let students’ silences breathe and speak.     

Effect of a randomised 12-week resistance training programme on muscular strength,cross-sectional area and muscle quality in women having undergone Roux-en-Y gastric bypass

The purpose of this study was to examine the effect of a 12-week resistance training programme on fat-free mass (FFM), muscle cross-sectional area, muscular strength and muscle quality in women who underwent Roux-en-Y gastric bypass surgery. Participants were 16 women (mean age = 44.9 ± 10.2 years) from bariatric surgical groups who were randomly assigned into either a control or an intervention group. Air displacement plethysmography measured FFM and magnetic resonance imaging measured quadriceps muscle cross-sectional area and whole thigh muscle cross-sectional area. Muscular strength and quality was assessed using an estimated 1-Repetition Maximum assessment. All measurements were collected twice, at baseline and at a 12-week follow-up. There were significantly greater improvements in leg press strength (mean differences = 55.4%, P < 0.001, Cohen’s d = 2.4), leg extension strength (mean differences = 18.0%, P = 0.014, Cohen’s d = 0.86) and leg press muscle quality (mean differences = 54.5%, P < 0.001, Cohen’s d = 1.9) in the intervention group compared to the control group following the resistance training programme. The resistance training intervention significantly improved muscular strength and quality; however, it did not illicit changes in FFM or muscle cross-sectional area in women who underwent Roux-en-Y gastric bypass surgery.     

上海市、东京市及太原市部分地区成年人身体成分的比较研究

通过对当今上海市部分地区青年组(20-29岁)、中年组(50-59岁)两组成年人和经济发达的日本东京市部分地区及我国中部的山西太原市部分地区同龄人身体成分进行比较研究,进一步明确这几个城市该年龄段人群身体成分状况、肥胖程度及肥胖部位的异同,并且通过对长岭公式推算的体脂百分比与欧姆龙生物电阻抗测得的体脂百分比进行比较研究,从而检验铃木-长岭和Brozek体脂率预测公式是否适用于中国国民.结果显示:(1)东京市和太原市青年男女身高、体重均大于上海市;中年男子没有差异;中年女子东京市身高低于上海市、体重高于上海市,太原市中年女子身高高于东京市但没有差异,体重略高于东京市,太原市中年女子身高低于上海市而体重略高于上海市;(2)上海市、东京市和太原市成年人身体肥胖部位不一样、肥胖的敏感部位不同,上海市成年人的脂肪敏感部位主要为腹部,东京成年人的敏感部位主要为上臂皮褶厚度和肩胛部皮褶厚度、太原市成年人的敏感部位主要为臀围和上臂皮褶厚度;(3)铃木-长岭和Brozek体脂率推测公式不适用于我国国民.     

运动对肥胖状态下LKB1-AMPK-ACC信号传导通路的影响

肥胖已经成为危险人类健康的常见慢性疾病,而运动是目前公认的治疗肥胖最为有效的方法之一。AMPK(腺苷酸活化蛋白激酶)是一种比较重要的代谢性应激蛋白激酶,在全身的能量平衡中起着总开关的作用。LKB1可以活化细胞中的AMPK,AMPK使ACC(乙酰辅酶A羧化酶)磷酸化失活,脂肪酸合成减少、氧化分解增加,从而预防肥胖的发生发展。肥胖状态下,AMPK磷酸化水平降低,ACC活性增强,脂肪酸合成增加、氧化速率下降。而运动是改善肥胖的重要手段,可以使AMPK磷酸化增强,ACC活性减弱。主要阐述肥胖状态下LKB1-AMPK-ACC信号传导通路各级联蛋白的变化趋势,以及运动干预对各级联蛋白含量的影响。     

Social influence in relation to current and intended physical activity among adolescents

Abstract

The aim of the present study was to examine the impact of social support and negative social influence from various contexts on adolescents’ current and intended physical activity. Questionnaire data were obtained from 1156 students aged 16–17 years. Relationships among variables were examined with principal component analysis and structural equation modelling. Social influence from several contexts was strongly related to current and intended physical activity, particularly among students in work preparing school programmes. Social support in a sport club context provided the strongest unique contribution to the relationship with physical activity, and social support from an outside perspective (e.g. suggestions, help to plan, and positive talk about physical activity), from the contexts school and leisure, had multidimensional effects. Social support could exist in tandem with experiences of negative social influences (e.g. complaints, critique, teasing). In conclusion, it is necessary to expand our understanding of processes that surround supportive as well as negative social influences on adolescents’ level of physical activity and distinguish between main, buffering, and intervening effects of social support.